When Resources Are Not Enough: Parental Struggles and Sacrifices in Advocating for Children with Reading Disabilities

Abstract

Despite an uptick in legislative efforts to improve reading achievement, many students continue to fall below grade-level expectations. It has been widely assumed that families with higher socioeconomic status are advantaged in navigating the complex special education identification and service provision processes, specifically for language and reading disabilities. As a result of this perception, the experiences of upper SES families advocating for supports for their children have been largely ignored in the United States. This pilot study examined the experiences of 49 educated, upper SES parents who sought support for their child(ren)'s reading disabilities. Parents completed online surveys to report on their child(ren)'s identification, evaluation, and educational programming. Results indicated that few children received timely and effective interventions, despite parents expressing concerns early in their child’s development. Parents also reported that, when provided, evaluation reports and educational programming were unsatisfactory. The parent-school relationship significantly degraded throughout the referral process, with parents expressing distrust in the school's ability to meet their child(ren)'s needs. As a result, many parents resorted to expensive external supports, including independent evaluations and specialized tutoring. This process led to increased parental anxiety, financial burden, and marital discord. The study highlights the challenges faced by parents, who are widely assumed to have optimal resources for advocacy, demonstrating that substantial societal and financial capital does not guarantee effective support for their children’s reading needs. It also raises questions about school models that rely on external family support.